IRLF 


17    DDM 


LIBRARY 

OF  THE 

UNIVERSITY  OF  CALIFORNIA. 


Class 


A 

General  Outline 
of 

Pedagogy 


BY 


RURIC  N.  ROARK,  Ph.D. 

DEAN   OF  DEPARTMENT  OF  PEDAGOGY,    STATE   COLLEGE  OF  KENTUCKY 

AUTHOR  OF  "PSYCHOLOGY  IN  EDUCATION,"  AND  "METHODS  IN  EDUCATION" 


A    Working  Manual 


HINDS,  NOBLE  &  ELDREDGE 
3I~33-35  WEST  I$TH  STREET,  NEW  YORK  CITY 


COPYRIGHT,    1900, 
BY   R.    N.    ROARK. 


PREFACE 


This  book  is  meant  to  be  just  what  its  sub- title  implies — 
a  working  manual.  It  comes  into  print  as  the  result  of  nearly 
two  decades  of  actual  work  with  teachers  in  the  class  room,  in 
institutes,  and  on  the  platform. 

It  is  designed  to  meet  the  need  of  the  self-helping  teacher, 
who  desires  some  general  guidance  and  direction ;  and  it  is 
planned  also  for  use  by  the  teacher  of  Pedagogy  in  normal 
schools  and  colleges. 

The  Outline  is  designed  to  cover  broadly  all  the  themes 
most  apt  to  be  presented  in  a  series  of  lectures  or  class-lessons 
upon  the  subjects  of  educational  economy  and  educational 
method.  Sufficient  latitude  is  left  for  instructors  and  students  to 
give  their  completed  outline  such  trend  and  emphasis  as  may 
seem  fit  in  view  of  particular  local  conditions. 

In  handling  the  Outline  in  lectures  or  class-work  it  has  been 
found  best  to  use  each  topic  as  a  subject  for  full  discussion ; 
requiring  the  students  to  take  notes  of  their  own  to  be  entered, 
together  with  all  matter  given  by  the  lecturer  or  teacher,  upon 
the  blank  pages  left  after  each  page  of  print.  It  is  also  strongly 
recommended  that  the  teacher,  using  the  book  all  the  time  he 
teaches,  shall  make  additional  notes  and  change  others  already 
made,  in  theVlight  of  his  actual  daily  experiences  in  the  school 
room. 

The  recorded  results  of  the  teacher's  own  thoughtful  peda- 
gogical experiments  will  constitute,  for  him,  one  of  the  best 
possible  works  on  the  art  of  teaching. 

Particular  attention  is  requested  to  the  references  given  after 
the  main  topics,  and  to  the  general  bibliography  at  the  close. 
These  references  are  not  exhaustive,  bujt  aijeill  thoroughly  good, 
and  cover  the  ground.  Each  book  and  periodical  named  in  these 
lists  should  be  in  every  library  used  by  teachers. 

R.  N.  ROARK. 


S34 


A  General  Outline  of  Pedagogy, 


I1  MANAGEMENT  (SCHOOL  ECONOMY). 

General  References  : 

1 i )  School  Management  and  School  Methods,  by  Baldwin. 
D.  Appleton  &  Co.,  N.  Y. 

(2)  School  Management,  by  White.    American  Book  Co., 
Cincinnati,  O. 

(3)  Philosophy  of    School   Management,    by  Tompkins. 
Ginn  &  Co.,  Chicago. 

(4)  Reports  of   the   Committees  (Ten,  Twelve  and  Fif- 
teen) of  the  Nat.  Ed.  Association.     Irwin  Shepard, 
Winona,  Minn. 

(5)  Reports  of    the   National    Educational    Association. 
Same  address. 

(6)  Principles   and   Practice  of   Teaching,  by  Johonnot. 
D.  Appleton  &  Co.,  New  York  City. 

(7)  Reports  of    the    Nat.    Commissioner   of    Education, 
Washington,  D.  C. 

(8)  How  to  Organize   and   Classify  a   Country  School. 
W.  M.  Welch,  120  Monroe  street,  Chicago. 

(9)  School  Economy,  by  Wickersham.    Lippincott  &  Co. , 
Philadelphia. 

J2   Securing  the  School. 

I3  The  teacher's  fitness. 

I4  Physical.  (Is  there  any  law  on  this  point  in  this 
State?  Should  there  be?  If  so,  to  what  effect? 
Why?) 

2*  Academic.  (In  what  subjects  should  the  teachers 
be  proficient?  What  subjects  other  than  the  "com- 
mon branches"  should  be  known  ?  Why  ?) 


(2) 

3*  Professional. 

I5  Theoretical.     (What  constitutes  a  good  course  in 

theoretical  Pedagogy  ?) 
2s  Practical.     (What   constitutes   a   good   course   in 

practical  Pedagogy  ?) 
44  Cultural. 

I5  Value  of  the  teacher's  general  ( to  the  teacher. 

culture  ( to  the  community. 

26  How  may  culture  be  acquired  ?     (Discuss  more  or 
less  fully  here  the  value  of  travel,  society,  reading, 
clubs,  summer  schools,  institutes,  etc.). 
28  Certification  of  the  teacher.     (See  school  law). 


-I*  /-A     j        £      ^-r  f  How  many  are  there  ? 

1«  Grades  of  certificates.  |  How  many  ought  there 

2*  Legal  requirements  of  applicants. 


there  to  be  ? 
As  to  age. 
"   "  experience. 
"   "  character. 
"   "  the  various 
kinds  of  fitness 
^  discussed   above. 

34  Times  and  manner  of  holding  examinations.    (These 
heads  should  be  filled  out  from  the  school  law.     It 
It  is  valuable  to  compare  the  laws  of  several  States 
on  these  matters) . 
8s  Making  application  for  the  school. 

I4  In  person.     (The  best  way.     Why?     How  should  it 

be  done?) 
2*  By  letter.     (The  student  should  be  required  to  write 

a  model  letter  of  application), 
34  By  "proxy." 
44  Through    teachers'    agencies.       (These    institutions 

should  be  fully  discussed). 
43  Making  the  contract.     (See  school  law). 
I4  Time  of  signing. 
24  By  whom  signed  ? 
34  Place  of  signing. 
44  Items  to  be  included. 


(3) 

I5  Salary. 

I6  Amount  per  month.     (Should  the  salary  be  pro- 
portioned to  the  grade  of  the  certificate  ?    Should 
school  money  be  derived  mainly  from  State  or 
from  local  taxation  ?     Why  ?) 
26  By  whom  paid  ? 

25  Length  of  school  term.  (The  teacher  should 
always  use  his  utmost  endeavor  to  secure  a  length- 
ening of  the  school  term.  If  it  be  lengthened  by  a 
"spring  subscription  school"  this  should  be  free}. 
35  Branches  to  be  taught.  (Should  other  than  the 
"common  branches"  be  taught?  Should  other 
than  the  legally  required  branches  be  taught? 
Why?) 

f  Amount  per  month. 
45  Pupils  tuition  fees-if  any  j  TO  whom  payable. 

55  Employment  of  assistants.    (Sch.  Law). 

65  Employment  of  a  janitor.     His  duties. 

75  Condition  of  house  and  grounds,  (The  student 
should  draw  up  a  model  contract,  embodying  these 
items,  and  any  others  that  may  be  needful). 

>    Taking  Charge  of  the  School. 

I3  Securing  a  boarding  place.     (What  conditions  should  a 

teacher  demand  in  a  boarding  place  ?     Why?) 
23  Visiting    the   parents   before   the   term   opens.      (For 

what  purposes?) 
33  Inspecting  the  house  and  grounds,  and  seeing  that  they 

are  in  order.) 

43  The  "first  day  of  school" — Temporary  organization. 
I4  Opening    exercises.       (Devotions;    talks    from    the 

teacher  and  trustees). 

24  Temporary  seating   of   pupils.     (By   what   arrange- 
ment ?) 
34  Temporary  classification. 


(4) 

QUERIES  AND  SUGGESTIONS. 

1 i )  Should  the  teacher  be  at  the  school  house  earlier  on 
the  first  day  than  thereafter  ?     Why? 

(2)  What  should  be  the  condition  of  house  and  grounds 
the  first  day?     Why? 

(3)  Should  visitors  be  present  ? 

(4)  What  should  be  the  tenor  of  the  teacher's  opening 
talk? 

(5)  What  classes  should  be  called  first? 

(6)  How  many  and  what  classes  should  be  heard  regularly, 
the  first  day  ? 

(7)  How  shall  the  other  pupils  be  kept  occupied  while 
some  are  being  classified  ? 

(8)  What  use  should  be  made,  the  first  day,  of  the  last 
term's  register? 

(9)  What  shall  be  done  in  the  absence  of  any  record  of 
last  term's  work? 

( 10)  On  the  first  day  the  teacher  has  the  almost  undivided 
attention  of  the  pupils;  how  shall  he  manage  to  hold 
and  intensify  it  through  the  term  ? 

( 1 1 )  Everything  must  be  carried  through  with  promptness 
and  enthusiasm;  let  nothing  drag .     This  means  a  most 
careful  planning  by  the  teacher,  beforehand,  for  this 
first  day. 

32   Conducting  the  School. 

I3  Permanent  organization.     (This  should  be  effective  by 

the  end  of  the  second  week). 

Note. — About  this  time,  also,  the  teacher  should  begin  to 
collect  material  for  the  exposition  at  the  close  of  the  term. 
See  forward,  under  "Exposition."  (See  p.  19). 

I4  Assignment  of   seats.     (In  what  order  should   the 

pupils  be  seated  ?     Why?) 

2*  Grading  and  classifying  the  school.     (See   general 
references  given  above). 
I5  Advantages  of  putting  the  school  into  grades. 


(5) 

I6  Proper  grading  affords  opportunity  for  the  com- 
pletion of  definite  amounts  of  work. 
26  Pupils  are  thus  enabled  to  make  such  connection 
with  higher  courses  as  to  go  forward  without 
loss  of  time. 

36  Position  in  a  grade  arouses  the  pupil's  ambition 
and  emulation,  and  thus  aids  in  securing  prompt- 
itude, regularity,  and  faithful  application. 
46  Proper  grading  saves  the  time  and  energy  of  the 
teacher  and  pupils,  by  simplifying  and  correlating 
the  work. 
25  Difficulties  in  the  way  of  grading. 

I6  Indifference  or  hostility  of  pupils,  parents,  and 

teacher. 

26  Lack  of  books. 

36  Irregularity  of   advancement  of  the  individual 
pupil,  who  has  been  permitted  or  encouraged  to 
study  only  what  he  liked. 
46  Irregular  attendance. 

56  The  "spring  subscription  school."     (Why?) 
35  Suggestive  scheme  of  gradation.     (This  is  planned 
for  the  one-room  rural   school;    it  can  be   easily 
modified  to  apply  to  one  of  two  or  three  rooms). 
References. — The  Courses  of  Study  issued  by  the  State  Offices  of 
Education  in  the  several  States.    Those  of  Wisconsin,  Mis- 
souri, Kansas,  and  Virginia  are  especially  recommended. 
Circular  of  Information  No.   6,   1884,   Bureau  of  Educa- 
tion, Washington,  D.  C. 

Report  of  Committee  of  Twelve,  Irwin  Shepard,  Winona, 
Minnesota. 

I6  The  Grades  of  each  Branch.  There  should  be 
three  divisions  in  the  whole  school — primary, 
intermediate,  and  advanced.  In  the  first  two  are 
three  grades  each  ;  in  the  last,  two  grades. 
I7  Reading.  The  grading  should  be  done  on  the 
basis  of  the  pupil's  ability  to  read.  Supple- 


(0) 

mentary  Reading  should  form  a  most  impor- 
tant part  of  the  work  from  the  First  Reader 
up.  No  regular  reader  in  the  series  should 
be  used  above  the  fifth  grade. 

27  Spelling.  In  all  the  grades,  Spelling  should 
be  taught  in  connection  with  all  the  branches. 
No  spelling-book  is  needed,  and  no  separate 
class  in  Spelling. 

37  Writing.  Writing  should  constitute  a  part  of 
the  preparatory  work  in  Reading  in  the  first 
two  grades.  There  should  be  special  exercises 
for  the  whole  school  from  the  third  grade  up, 
at  least  once  a  day. 

47  Arithmetic. 

I8  Primary  Division.  No  text-book.  Funda- 
mental operations  begun  in  Integers  and 
Fractions. 

I8  Intermediate  Division.     Fractions  ;  Denomi- 
nate Numbers ;  Percentage  begun. 
28  Advanced   Division.     Applied 'Percentage  ; 
Ratio  and  Proportion  ;  Mensuration. 

57  Grammar.  In  the  primary  and  intermediate 
divisions,  Grammar  should  be  incidental  to 
Reading  and  Language  work.  The  text-book 
may  be  used  in  the  highest  grade,  or  in  the 
two  highest. 

67  Physiology.  It  would  be  better  to  use  no 
text-book  at  all,  but  to  give  the  instruction  by 
informal  talks  to  the  whole  school.  A  text- 
book may  be  used  and  completed  in  the  sev- 
enth grade. 

77  Nature-Study.  (See  Roark's  Method  in  Edu- 
cation, p.  140).  This  work  should  be  com- 
bined with  the  out-door  Geography  (see  below) 
and  should  be  carried  through  all  grades  with- 
out a  text-book,  once  or  twice  a  week.  In  the 


(7) 

primary  and  intermediate  divisions  the  work 
should  be  mainly  observational ;  in  the  ad- 
vanced division  some  experimental  exercises 
may  be  introduced. 

87  Geography.  In  the  Primary  Division  and  in 
the  first  two  grades  of  the  Intermediate,  the 
work  should  be  done  in  connection  with  nature 
study.  (See  above). 

The  text-book  may  be  introduced  in  the  sixth 
grade,  and  completed,  as  a  separate  study,  in 
it  and  the  seventh. 
97  History. 

I8  In  the  Primary  Divison.     Oral  instruction 

once  or  twice  a  week. 

28  The  Intermediate  Division.  Stories  from 
history  may  be  read  by  the  pupils,  using 
such  books  as  Eggleston's  First  Book  in 
American  History,  and  Stories  of  Great 
Americans  for  Little  Americans. 
38  In  the  Advanced  Division.  A  text-book  of 
U.  S.  Hist,  should  be  taken  up  in  the  seventh 
grade,  and  continued,  in  connection  with 
state  history  or  general  history,  in  the  eighth 
grade. 

107  Civics.     The  instruction  should  be  oral,  once  a 
week  from  the  fourth  grade  to  the  seventh, 
inclusive.     The  text  book  may  be  used  in  the 
highest  grade.     In  the  last  two  grades  there 
should  be   much   illustration  of   the   subject 
from  current  events. 
II7  Language  Work. 
I8  Oral. 

I9  In  the  Primary  and  Intermediate  Divis- 
ions. Informal  conversations  between 
teacher  and  pupils.  Committing  to  mem- 


(8) 

ory  and  recitation  of  suitable  choice  selec- 
tions. 

29  In   the   Advanced    Division.     The   same 
work   should  be  continued,  and  debating 
should  be  introduced. 
28  Written. 

I9  In  the  Primary  and  Intermediate  Divis- 
ions.    There  should  be  constant  practice 
in   writing,    copying    sentences,    writing 
original  sentences,   and  writing  of   short 
compositions  upon  the  simplest  themes. 
29  In  the  Advanced  Division.     Practice  in 
writing  compositions  should  be  continued 
and   some  work  should  be  done  in  text- 
book rhetoric. 
26  The  Studies  of  each  Grade. 

I7  Grade  [I.     Chart    Grade:    4   to   6  recitations 
daily;  5  to  8  mins.  to  a  recitation. 
1s  Reading    from   chart    or    primer;    writing; 

spelling — twice  daily. 

28  Arithmetic.  Counting;  Reading  and  writ- 
ing figures;  fundamental  operations  to  two 
places  —  once  daily. 

38  Geography  and  Nature-Study.  Out-door, 
objective,  oral  instruction — once  weekly,  or 
less  often. 

48  History  and  Civics.  Simple  stories,  told 
and  read,  with  illustrations  drawn  from 
every-day  experiences  —  once  weekly,  or 
oftener. 

58  Language.     Conversations,  with  special  ref- 
erence to  securing  fluency  on  the  part  of  the 
pupil.     Incidental   correction   of    errors   of 
pronunciation,  enunciation,  and  syntax. 
The  student  should  be  required  to  fill  out  in  detail  the  other 
grades,  after  the  same  manner  as  shown  in  I7  and  87.     This  will 


(9) 

be  an  excellent  drill,  even  when  the  teacher  must  follow  a  course 
laid  down  by  the  State. 

The  work  of  the  seventh  grade  will  be  hardest  to  plan  theo- 
retically ;  that  of  the  first  and  second,  hardest  to  work  out  in 
the  school  room. 

87  Grade  VIII.     4   recitations  daily  ;    15   to   30 
minutes  to  a  recitation. 

I8  Reading.     Reading  of   the   best  literature, 
with  weekly  or  twice  a  week  discussions  of 
what  has  been  read.     The  class  should  be 
handled  purely  as  a  literature  class. 
28  Arithmetic.       Mensuration ;    a   general   re- 
view, with  numerous  applied  problems. 
38  Geography.       No    separate    class ;    applied 
Geography  in  history  and  in  general  read- 
ing,   especially    in    the    "current    events" 
exercises. 

48  History.  U.  S.  History  with  State  or  Gen- 
eral History. 

58  Civics.  Use  of  a  simple,  clear  text-book. 
Study  of  theory  and  practice  of  national  and 
State  governments. 

68  Language.  Elementary  Rhetoric,  with  prac- 
tice in  composition,  alternated  with  work  in 
technical  Grammar.  Forensic  exercises  once 
a  week  or  once  in  two  weeks. 

Notts. — The  discussion  should  bring  out  clearly  the  differ- 
ence between  grading  and  classifying. 

In  putting  any  scheme  of  gradation  into  practical  effect,  the 
teacher  should  study  carefully  how  he  can  save  time  by  combin- 
ing two  or  more  grades  in  certain  studies,  and  by  combining  or 
correlating  studies.  The  following  references  on  correlation  will 
be  found  very  suggestive  : 

Herbart   and   the   Herbartians,    by  De  Garmo.     Charles 

Scribner's  Sons,  New  York  City. 

Report  of  the  National  Educational  Association  for  1890, 


(10) 

p.  200.     Irwin  Shepard,  Winona,  Miun. 
Report  of  the  Committee  of  Fifteen.     Same  address. 
Rein's   Outlines   of   Pedagogy.      E.    L.    Kellogg  &  Co., 
New  York  City. 

Report  of   the   Commissioner  of   Education   for   1893-4, 
Vol.  I.     Washington,  D.  C. 
Educational  Review,  Vols.  IX,  X,  XI. 

Reading  should  be  used  as  the  chief  basis  of  grading  the 
school,  but  it  should  be  "checked  up"  by  Arithmetic. 

A  pupil,  therefore,  who  is  poor  in  Reading  or  Arithmetic 
should  be  placed  in  the  grade  corresponding  to  his  degree  of 
advancement  in  these,  even  if  he  be  quite  advanced  in  some 
other  subjects.  (Why?) 

No  "cross-grading"  should  be  allowed.     With  patience  and 
persistence  any  apparent  need  for  it  can  be  overcome. 
34  Daily  program. 

I5  Principles  and  suggestions. 

I6  A  program  should  show  times  for  study  as  well 

as  times  for  recitation. 
26  No  lessons  should  be  assigned  for  home  study 

below  the  fourth  grade.     (Why  ?) 
36  The  youngest  pupils  should  be  heard  in  recita- 
tion  first   of   a   morning ;    the   most   advanced, 
next.     (Why?) 

45  A  lesson  should  be  prepared  as  soon  after  its 
assignment  as  possible. 


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(12) 

2s  School  Government.  In  addition  to  the  references 
given  on  the  first  page,  the  teacher  is  directed  to  the 
following :  New  York  Teachers'  Monograph  No.  7, 
New  York  City.  Abbott's  Gentle  Measures  in  the  Man- 
agement of  the  Young  ;  Harper  Bros.,  New  York  City. 
Democratic  Government  in  the  School,  by  Ray  ;  Public 
School  Publishing  Co.,  Bloomington,  111.  The  Review 
of  Reviews,  Vol.  20,  p.  673,  New  York  City. 
I4  Principles  and  Suggestions. 

I5  There  should  be  few,  if  any,  set  rules.     (Why?) 
25  Love  and  sympathy  lie  at  the  basis  of  all  success- 
ful school  government. 

35  No  pupil  will  behave  better  than  the  teacher. 
45  The  teacher  must  have  absolute  self-control  and  be 

inflexibly  just. 

55  All  pupils  should  be  treated  as  ladies  and  gentle- 
men until  they  prove  themselves  otherwise. 
65  Never  punish  by  assigning  lesson-tasks. 
75  When   punishment  is  needed,  let  it  be  sure  and 
prompt.     (Here  there  should  be  a  full  discussion 
of  punishments,   including  the  subject  of   "pupil 
self-government' ' ) . 
2*  Special  cases  of  discipline. 

I5  In  room  management.     (Here  there  should  be  a 
full  discussion  of  the  best  methods  of  dismissing 
and  calling  school,  dismissing  and  calling  classes, 
use  of  signal  bells,  military  marching,  &c.). 
25  In  play-ground  management. 

I6  The  teacher  on  the  play-ground.     (Why  should 
the  teacher  be  on  the  play-ground  ?     Should  he 
take    part   in   the   games?     Why?     Should   he 
direct    the    sports?     Why?      Refer   to   Mann's 
School   Recreations   and    Amusements ;    Ameri- 
can Book  Co.,  Cincinnati,  O.). 
26  Games  and  sports  to  be  prohibited. 
I7  Those  requiring  strength  only. 


(13) 

27  Those  endangering  life  or  limb. 

37       "      that  cultivate  the  gambling  instinct. 

47       «'      that  permit  unwise   mingling  of   boys 

and  girls. 
36  Games  and  sports  to  be  encouraged. 

Refer  to  "Games  for  Schools  and   Gymnasia," 
by  Schaeffer ;  Freidenker  Pub.  Co.,  Milwaukee, 
Wis.     School  Recreations  and  Amusements,  by 
Mann  ;  American  Book  Co. 
I7  Those  requiring  skill  as  well  as  strength. 
27       "      which  best  develop  the  lungs  and  all 

the  muscles. 

37  Those  which  involve  cultivation  of  social 
amenities  between  the  pupils.  (A  general  reg- 
ulation may  be  made  that  the  front  of  the 
school  grounds  belongs  to  boys  and  girls 
alike  ;  one  side  of  the  grounds  to  girls  alone, 
the  other  to  boys  alone.  If  this  be  adhered 
to,  most  problems  of  intermingling  of  boys 
and  girls  will  settle  themselves.  Much  may 
be  done  at  the  lunch  hour  to  cultivate  the 
social  courtesies) . 

46  The  play-ground  and  the  neighborhood. 
I7  Prevention  of  trespassing  by  pupils. 
27  "Go  as  far  as  you  like,  so  you  are  in  place  at 
the  end  of  the  recess."     (Is  this  a  safe  rule?) 
36  On  the  road  to  and  from  school.     (The  legal  re- 
sponsibilities of  the  teacher  for  conduct  of  pupils 
on  the  road  should  be  fully  discussed). 
I6  Fighting. 
26  Trespassing. 
86  Loitering. 

(What  shall  be  done  in  each  case?) 
34  Sources  and  occasions  of  disorder. 
I5  Physical. 

I6  Uncomfortable  seats. 


('4) 

26  Poor  heating  and  ventilating. 

36  Uncomfortable  clothing. 

46  Dirty,  littered  floor. 

56  Ugly  surroundings  in  house  and  grounds. 
(Why?) 

66  The    water-bucket,    when    kept    in    the    room. 

(Why?) 
25  Psychical. 

I6  Lack  of  interest  and  enthusiasm  on  the  part  of 
the  teacher. 

26  Failure  to  follow  the  program. 

36  Public  punishment  of  pupils. 

46  Rasping  voice  of  the  teacher. 

56  Nervous  or  fidgety  manner  of  the  teacher. 
44  Helps  to  good  order.     (See  "School  Management," 
by  White  ;  American  Book  Co. ) . 
I5  Physical. 

I6  Handsome,  well-kept  grounds  and  building. 
(The  students  should  be  required  to  describe  the 
best  'attainable  country  school-yard  and  building) . 

26  Proper  heating  and  ventilating.  (The  best 
modes  of  heating ;  the  placing  of  the  stove,  if 
one  is  used  ;  and  the  simplest  effective  means  of 
ventilating  should  be  discussed.  The  teacher 
should  clearly  understand  what  degree  of  heat, 
amount  of  moisture,  and  number  of  cubic  feet 
of  fresh  air  are  required  for  health). 

36  Proper  seating.  (Single  or  double  desks  ?  Seats 
and  desks  connected  or  separate?  Adjustable 
desks  and  seats.  Nothing  about  either  with  a 
•hinge  on  it.  Why?  Ink-wells,  waste-holders, 
&c.). 

46  Drinking  facilities.  (What  kird  of  vessel  should 
water  be  kept  in?  Where  should  it  be  kept? 
Why  ?  What  sort  of  drinking  vessels  shall  be 
used  ?) 


2s  Psychical. 

I6  Aesthetic  surroundings  in  the  room.  (Discus^ 
the  value  of  properly  tinted  walls,  pictures, 
flowers,  books,  &c.  For  material  for  school- 
room decoration,  address  Perry  Pictures  Co., 
Maiden,  Mass.). 
26  The  teacher's  smoothly  directed  activity,  energy, 

and  enthusiasm. 

36  A   carefully  made,  carefully  followed  program. 

The  best  recipe  for  good  order  is,  "Something 

for  each  one  to  do  at  a  certain  time,  and  each 

one  doing  it  a-t  that  time." 

46  A  proud  feeling  of  ownership  of  the  school  by 

the  pupils — an  esprit  de  corps. 

56  The  human  voice,  properly  used,  is  one  of  the 

best  possible  means  of  control  in  the  school-room. 

66  The  personal  appearance  of  the  teacher  in  quiet, 

dignified  bearing  and  dress,  is  also  a  potent  aid 

in  control. 

66  The   teacher's  firmness,  self-control,  and  impar- 
tiality. 
76  Full  and  accurate  scholarship  on  the  part  of  the 

teacher. 

86  Methods  of    entertainment   and   instruction  by 
other  means  than  regular  class- work. 
I7  Opening  exercises.      (Rightly  used,  these  can 
be   made   one  of  the  most  potent   means  of 
securing     regular     and     prompt    attendance, 
arousing  an  abiding  interest  in  school- work, 
and  giving  instruction  not  easily  to  be  had 
in  any  other  way). 
I8  General  principles  and  suggestions. 

" 9  The  opening  exercises  should  both  enter- 
tain and  instruct.  They  should  be  so 
conducted  as  to  stimulate  all  right  in- 
terests. 


or 
UNIVERSITY 

29  The  patrons  should  be  encouraged  to  at- 
tend. 

39  Various  persons  in  the  community  should 
be  called  on  occasionally  for  a  song,  a 
piece  of  instrumental  music,  an  interest- 
ing talk,  or  an  exhibition  of  photographs 
of  interesting  places,  &c.  In  such  ways 
may  the  school  and  the  community  be 
more  closely  correlated. 

49  Talks  upon  manners,  hygienic  living, 
ethical  conduct,  the  value  of  culture,  &c., 
should  be  frequent  features  of  these  exer- 
cises. 

2s  Suggestive  (general)  program  for  Monday 
morning. 

(1)  Song. 

(2)  Devotions. 

(3)  Music. 

(4)  Report  of  the   news  of   the   preceding 
week,  given  by  pupils  of  Grade  VIII. 
(One  may  report  the  political  news  of 
U.  S.;  another,  foreign  political  news; 
another,    scientific   progress ;    another, 
educational  news,  &c.). 

(5)  The    teacher     adds    a    few    words    of 
comment,  bespeaks  good  work  for  the 
week   beginning,    makes   such   general 
announcements   as   may  be   necessary, 
and  closes  the  exercises. 

27  Observance  of  special  days. 

I8  The  celebration  of  special  days — arbor  day  , 
bird  day,  birthdays  of  statesmen,  writers, 
inventors,  discoverers,  scientists, — is  grow- 
ing deservedly  popular.  Such  celebration 
may  be  made  of  great  service. 


(17) 

28  Suggestive  program  for  "Bird  Day." 

I9  Display  of  pictures  of  birds.  (Pictures 
may  be  had,  in  natural  colors,  very 
cheaply,  from  A.  W.  Mumford,  Chicago, 
111.,  publisher  of  Birds  and  All  Nature}. 
29  Reading  by  the  teacher — with  comments 
— of  the  State  law  relative  to  the  killing 
of  birds. 

39  Reading,  by  an  advanced  pupil,  of  "An 
Early  Blue-bird,"  from  Thompson's  Po- 
ems (published  by  Hough  ton,  Mifflin  & 
Co.,  Boston,  Mass.) 
49  Recitation  by  smaller  pupil. 
59  Singing  of  an  appropriate  song. 

The  following  references  are  given  from  which  the  teacher 
may  obtain  additional  helps  and  hints  on  opening  exercises  and 
observance  of  special  days  : 

Morning  Exercises  and  School  Recreations,  by  Mickens. 
H.  R.  Pattengill,  Lansing,  Mich. 
Special  Day  Exercises,  same  address. 
School   Recreations  and  Amusements,  by  Mann.     Am. 
Book  Co. 

School  Interests  and  Duties,  by  King,  same  address. 
Bible  Readings  for  Schools,  by  Schaeffer.     Am.  Book  Co. 
"Entertainments."     (See  p.  6  of  Catalog  of  March  Bros., 
Lebanon,  Ohio). 

Under  same  head  see  also  catalog  of  E.  L.  Kellogg  &  Co., 
New  York  City,  and  catalogs  of  other  publishers. 
42  Closing  the  School:  (See  references  just  above). 
I3  General  suggestions. 

I4  The  work  should  increase  progressively  in  difficulty 
and  amount  from  the  first  to  the  last  day;  there 
should  be  no  "letting  down"  toward  the  close. 
2*  The  "last  day  of  school"  should  be  the  fullest,  best 
day  of  all.     (See  below  under  23). 


S4  The  public  should  be  urged  to  attend  the  last  day's 

exercises. 
2s  Special  features. 

I4  "Exhibitions."  (The  best  modern  theory  and  prac- 
tice are  against  the  old-fashioned  school  exhibition. 
Why?  If  one  is  given  it  should  be  made  to  bring  in 
money  for  the  use  of  the  school). 

21  "Expositions."  (Why  are  these  better  than  exhi- 
bitions?) Refer  to  Holbrook's  New  Method,  C.  K. 
Hamilton,  Lebanon,  Ohio. 

I5  Purposes. 

I6  To  show  as  far  as  possible  the  actual  work  done 
and  improvement  made  by  each  pupil  during  the 
term. 

26  To  enlarge  and  dignify  the  work  of  the  school. 
36  To  enlist  and  make  permanent  the  interest  of 

the  community  in  the  school. 
25  Material. 
I6  Sources. 

I7  Outlines — in   all   subjects,  especially  History, 

Geography,  Civics,  Physiology. 
27  Diagrams  and  analyses  in  Grammar. 
37   Written  language  work. 
47  Spelling  lists,  in  written  spelling. 
57  Penmanship  specimens. 
67  Drawings,  made  in  all  subjects,  but  especially 

in  language  and  nature-study. 
77  Maps,  made  in  Geog.  and  Hist. 
87  Collections. 

I8  Botanical  :   Plants,  bark,  buds,  leaves,  flow- 
ers, fruits,  seeds. 
28  Geological :    Rock-forms,  clays,  sand,  soil, 

fossils,  ores. 
38  Zoological.     Cocoons,  insects,  &c. 


(19) 

97  Apparatus.     Simple  pieces  made  by  the  pupils 

to  illustrate  elementary  physics. 
107  Hand-work   in    clay-modeling,    wood-carving, 

&c. 

26  Collection  of  material.  Written  work  in  all  sub- 
jects, maps,  drawings,  &c.,  should  be  handed  in 
by  the  pupils  regularly,  beginning  the  second  or 
third  week  of  school,  as  a  part  of  their  required 
lesson-duties.  All  specimens  should  be  kept  by 
the  teacher,  or  under  his  direction,  each  pupil's 
work  being  kept  to  itself,  carefully  labeled. 
All  work  should  show  clearly  by  whom  prepared, 
when  prepared,  and  how  prepared.  See  the 
"New  Method"  above  referred  to. 
36  Display  of  material  "Exposition  Day."  The 
accumulated  material  of  each  pupil  should,  as 
far  as  possible,  be  arranged  to  itself  on  desk  or 
table,  in  such  order  as  to  show  that  pupil's  pro- 
gress throughout  the  term.  Maps,  drawings, 
herbarium  sheets,  &c.,  may  be  hung  on  the 
walls. 

The  pupils  should  be  drilled  beforehand  how  to 
explain  to  visitors  the  work  and  its  arrangement. 
4*  The  "Last  Day."     The  last  day  should  be  marked 
by  the  successful  carrying  out  of  a  carefully  planned, 
carefully   prepared    program,    consisting   of    music, 
recitations,  essays,  a  debate,  and  an  address  from  the 
teacher  or  some  other  fit  person.     The  exercises  of 
the  pupils  should   have  been  well  led  up  to  by  their 
forensic  work  throughout  the  term,  and  should  con- 
stitute an  exposition  of  that  work. 

The    Teacher,     the    School,    and    the    Community;     their 
interrelations.     This  is  a  broad  and  inexhaustible  topic, 
and  may  be  discussed,  as  time  allows,  under  the  following 
general  sub-heads : 
I3  Legal  duties  of  the  teacher. 


(20) 

23  Duties  of  the  teacher  to  school  and  community,  not 
required  by  law. 

33  Legal  duties  of  community  to  the  school  and  the 
teacher. 

43  Duties  of  the  community  not  required  by  law. 

53  Improved  modes  of  electing  trustees,  and  of  certificat- 
ing and  electing  teachers. 

63  Ideal  organization  of  schools  into  township,  county,  and 
state  systems. 

T8  Mutual  relations  and  helpfulness  of  home,  school,  pul- 
pit, Sunday  school,  libraries,  &c.  The  following  refer- 
ences are  indicated  : 

School  and  Society,  by  Dewey.  Chicago  Univ.  Press. 
Social  Phases  of  Education,  by  Dutton.  The  Macmil- 
lan  Co.,  New  York  City. 

The  Social  Mind  and  Education,  by  Vincent.  Same 
publishers. 

Report  of  the  Committee  of  Twelve.  Irwin  Shepard, 
Winona,  Minn. 

Indexed  references  to  the  sub-heads  given  above,  or 
similar  ones,  in  the  Reports  of  the  Nat.  "3d.  Associa- 
tion. Same  address. 

Indexed  references  to  these  sub-heads  in  the  Reports 
of  the  Commissioner  of  Education,  Washington,  D.  C. 

21  METHODOLOGY. 

General  references  : 

Method  in  Education,  by  Roark.     Am.   Book  Co.,  Cin- 
cinnati, Ohio. 

Normal  Methods  of  Teaching,  by  Brooks.     Sower  &  Co., 
Philadelphia. 

A   Manual  of  Pedagogics,  by  Putnam.     Silver,   Burdett 
&  Co.,  Boston. 

Way  marks  for  Teachers,  by  Arnold.     Same  address. 
A  Primer  of  Pedagogy,   by  Putnam.     H.  R.  Pattengill, 
Lansing,  Mich. 


(21) 

The  Institutes  of  Education,  by  Laurie  ;  p.   179.     Mac- 

millan  Co.,  New  York  City. 

The  Philosophy  of  Teaching,  by  Tompkins.     Ginn  &  Co., 

Chicago. 

Quincy  Methods,  by  Patridge.     B.   L.  Kellogg   &   Co., 

New  York  City. 

Studies  in  Pedagogy,  by  Morgan.     Same  address. 

General  Method,  by  McMurry.     Public  School  Pub.  Co., 

Bloomington,  111. 

Special  Methods  in  the  various  branches.     Same  address. 

Psychology  Applied  to  Education,  by  Compayre.     D.  C. 

Heath  &  Co.,  Chicago. 

Essentials  of  Method,  by  De  Garmo.     Same  address. 

Methods  of  Mind  Training,  by  Aiken.     Am.  Book  Co. 

Manual  of  Object  Teaching,  by  Calkins.     Same  address. 

Psychology  Applied  to  the  Art  of  Teaching,  by  Baldwin. 

D.  Appleton  &  Co.,  New  York  City. 

Elements  of  Pedagogy,  by  White.     Am.  Book  Co. 

Talks  on  Teaching,  by  Parker.     E.   L.  Kellogg  &  Co., 

New  York  City. 

I2   Psychology  as  the  Basis  of  Method. 

References  : 

Psychology  in  Education,  by  Roark.     American  Book 
Co.,  Cincinnati,  O. 

Elementary    Psychology   and    Education,  by  Baldwin. 
D.  Appleton  &  Co.,  New  York  City. 
Psychology  Applied  to  the  Art  of  Teaching,  by  Bald- 
win.    Same  address. 

The  Study  of   Children,  by  Warner.     MacMillan  Co., 
New  York  City. 

Mental  Faculty,  by  Warner.     Same  address. 
The  Study  of  the  Child,  by  Taylor.     D.  Appleton  & 
Co.,  New  York  City. 

Proceedings   of    the   Illinois   Society  for   Child-Study. 
A.  W.  Mumford,  Chicago. 


(22) 

Psychologic    Foundations    of    Education,    by    Harris. 
Appleton  &  Co.,  New  York  City. 
I8  Brief  outline  of  Educational  Psychology. 
1*  Conditions  of  mind  action. 
I6  Physical  conditions. 
25  Psychical  conditions. 

I6  The  state  of  consciousness. 
26  Attention.     (Def.;  Importance;    how  secured). 
I7  Involuntary. 
27  Voluntary. 
37  Expectant. 
36  Habit.      (Def.;    Value;    kinds  to  form;    how 

formed) . 

2*  Powers  of  the  mind. 
I5  The  intellect. 
I6  The  senses. 
26  Memory. 
36  Judgment. 
46  Imagination. 
25  The  feelings. 
I6  Love. 
26  Sympathy. 
36  Ambition. 
46  Desire  of  approbation. 
56  Curiosity. 
66  Conscience. 

(The  importance  of   these  as  motives  should  be 
fully  discussed). 
35  The  will.     (Will  should  be  discussed  in  relation  to 

motives  and  character). 
3*  Operations  of  the  mind. 

I5  Acquisition — through  senses  and  memory. 

25  Assimilation — through  judgment  and  imagination. 

35  Expression — through  language  and  conduct. 

(For  full  discussion  of  these,  see  Roark's  Psychol- 
ogy in  Education,  p.  155  and  following). 


(23) 

2s  Classification   of   school   studies  and  exercises  on  the 
basis  of  Psychology.     (See  Roark's  Psych,  in  Ed.>  p. 

258). 
I4  As  to  mental  powers  cultivated. 

(  Nature-study  and  Geog. 

V  For  sense-observation.  J  Object  work  in  all 

Physiology.        [branches, 
t  Drawing,  clay  modelings. 

(  The  fundamental  facts  in  all 

25  For  memory.   J  <jeo*:  [branches. 

1  Physiol. 
L  Spelling. 

(  Arithmetic. 

35  For  judgment.  J  Technical  Gram 

|  Nature-study— the    "why"    and 
t      "how"  of  common  things. 

T  Geography. 
45  For  imagination.  -<  History. 

(  Literature. 

f  Nature-study  (curiosity). 
55  For  the  feelings.   -<  Reading  and  Literature. 
(  Biography  and  History. 

65  For  the  will — the  same  as  for  the  feelings. 
The  student  should  rearrange  these,  making  a  list  of  the 
studies  first,  and  placing  after  each  the  faculties  cultivated  by 
it.     A  list  should  be  made,  also,  of  the  studies  that  cultivate 
the  greatest  number  of  faculties. 

24  As  to  operations  of  the  mind  exercised. 

I5  Acquisitional    studies  —  answering   the   questions 

"what,"   "when,"   "who,"   "where." 
25  Assimilational — answering   the    questions    "why" 

and  "how". 
35  Expressional — those  cultivating  language,  manual 

skill,  and  character  as  shown  in  conduct. 
The  student  should  make  out  the  list  of  studies  and  exer- 
cises under  each  of  these  heads.      (Refer  to  Roark's  Method  in 
Education,  p.  96).     Studies  may  also  be  classified  as  utilitarian, 
disciplinary,  and  cultural. 


(24) 

22    General   Principles  of  Teaching. 

References  : 

Roark's  Method  in  Education,  p.  22. 

Roark's  Psychology  in  Education,  p.  265. 

White's  Elements  of  Pedagogy,  p.  97. 

Baldwin's  Psychology  Applied  to  the  Art  of  Teaching, 

Chap.  28. 

Parker's  Talks  on  Teaching.     E.  L.   Kellogg  &  Co., 

New  York. 

Rein's  Outlines  of  Pedagogy,  p.  100.     Same  address. 

De  Garmo's  Herbart  and  the  Herbartians,  pp.  130,  141. 

Principles    and    Practice    of    Teaching,    by  Johonnot. 

Appleton  &  Co.,  New  York  City. 
I8  The  processes  of  teaching  should  conform  to  the  order 

and  laws  of  individual  growth. 
2s  All  the  powers  of  the  body  and  all  the  faculties  of  the 

mind  must  be  developed,  and  trained  to  proper  func- 
tioning. 
8®  The  work  and  contents  of  the  learner's  mind  must  be 

brought  to  adequate  expression. 
48  All  teaching  must  keep  in  contact  with  the  learner's 

interests. 
&  Practical    application    should   be   made    of   the   things 

learned. 

8s    Method  of  the  Lesson. 

Refer  to— 

Roark's  Method  in  Education,  p.  40. 
The  Method  of  the  Recitation,  by  McMurry. 
See  indexes  of  the  references  under  "Methodology," 
above. 

1s  Assigning  the  lesson — designating  a  definite  portion  of 
subject  matter  to  be  acquired  and  assimilated.     (Discuss 
fully  the  length  of   the  lessons;  ' 'preliminary  drill;" 
page  and  topic  methods  of  assigning  lessons,  &c.). 
23  Preparation  of  the  lesson. 


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I4  On  the  part  of  the  teacher.  (What  preparation 
should  the  teacher  make,  day  by  day,  for  conducting 
recitations  ?) 

21  On  the  part  of  the  pupil — acquiring  and  assimilating 
the  matter  assigned.  (Discuss  the  best  time  of  pre- 
paring lessons,  and  the  best  way  of  preparing  them. 
One  of  the  teacher's  most  important  functions  is  to 
show  his  pupils  how  to  study). 
33  Recitation  of  the  lesson — expressing  the  facts  acquired 

and  the  results  of  their  assimilation. 

I4  Purposes  of  the  recitation. 

24  Modes  of  conducting  a  recitation. 

(Under  these  heads  should  be  discussed  the  difference 
between  conducting  a  recitation  and  hearing  a  lesson  ; 
the  respective  advantages  of  the  question  and  an- 
swer, and  topic  methods  ;  the  modes  of  questioning  ; 
the  purposes  of  "drills,"  reviews  and  examinations, 
and  how  to  attain  these  purposes). 

Methods  in  the  Several  Branches. 
I3  In  reading. 

I4  In  primary  classes. 
I5  Aims  in  view. 

I6  To  convert  the  child's  ear  vocabulary  into  an  eyt 

vocabulary. 

2s  To   train   the    child   to   facility    in   recognizing 

words  of  familiar  meaning  on  the  printed  page. 

36  To  interest  the  child  in  getting  thought  from 

the  printed  page. 
25  Means  and  methods. 

I6  The  means  are   charts,    primers,  the   teacher's 
writing  on  the  black-board. 

Excellent  books  to  use  with  beginners  are  "Our 
Little  Book  for  Little  Folks,"  Am.  Book  Co.; 
"The  Baldwin  Primer,"  same  company. 
26  Any  method  is  good  that  puts  the  child  to  read- 


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ing  at  once,  and  wastes  no  time  in  teaching  the 
alphabet. 

24  In  intermediate  and  advanced  classes. 
I5  Aims  in  view. 

I6  To  secure  facility  in  the  mechanics  of  reading — 

ready  calling  of  words,  correct  pronunciation, 

and  clear    enunciation,    with   proper  tone   and 

inflection. 

26  To  lay  the  foundation  of  a  lasting  love  of  good 

literature. 

&  Means  used.  Any  good  series  of  readers,  with 
plenty  of  good  supplementary  reading  matter  ;  com- 
plete literary  masterpieces  suited  to  the  advance- 
ment of  the  several  grades. 

The  following  are  suggested  as  excellent  for  sup- 
plementary reading: 

The  American  Book  Company's  "Famous  Litera- 
ture," and  "Historical  Readers;"  D.  C.  Heath  & 
Company's  "Heart  of  Oak"  books,  Chicago; 
Houghton,  Mifflin  &  Co.'s  "Riverside  Literature" 
for  children,  Boston. 

Any  series  of  Readers,  different  from  the  ones  in 
regular  use,  will  make  excellent  supplementary 
matter. 

35  Methods — There   need    be    no    "Reader"    of    the 
series  used  above  the  fourth,  and  no  regular  "read- 
ing  class."     The   emphasis   should   be   laid   now 
upon  the  cultivation  of  a  taste  for  good  literature. 
Classes  from  the  sixth  grade  up  may  meet  twice  a 
week    to   discuss   the   literature   read   meanwhile. 
"The  boy  or  girl  who  loves  good  literature,  and 
has  access  to  it,  is  well  within  the  safety  zone." 
23  In  spelling. 
I4  Aims  in  view. 

I5  To  give  facility  in  the  acquisition  of  word  forms 


(27) 

through  the  eye.     English  spelling  cannot  be  learned 
through  the  ear. 
25  To  cultivate  habits  of  correct  pronunciation  and 

clear  enunciation. 
2*  Means  and  methods. 

15  The  writing  of  words  should  go  along  with  the 
reading  of  them,  from  the  first. 

25  There  need  be  no  separate  spelling  classes  and  no 

spelling  book  used  below  the  seventh  grade. 
35  Make  every  class  a  spelling-class,  every  book  a 

spelling-book. 

45  There  should  be  more  written  than  oral  spelling  ; 
the  first  should  be  taught  that  the  pupil  may  learn 
to  spell ;  the  second,  that  he  may  learn  to  pro- 
nounce and  enounce. 

65  All  written  work  should  be  closely  criticised  as  to 
spelling. 

65  There  should  be  much  use  of  the  dictionary  in 
the  last  two  grades,   with  special  reference  to 
diacriticals. 
8P  In  writing. 

I4  Use  a  vertical  system. 

2*  Require  special  practice  at  stated  periods  every  day. 

3*  Insist  upon  good  writing  in  all  written  exercises. 

(See    "New    York    Teachers'     Mono- 
id In  Arithmetic.  \  graph,"  Dec.  '99. 

(    "     " Report  of  the  Com.  of  Ten." 
1*  In  primary  classes. 

16  Aims  in  view. 

I6  To  secure  facility  in  reading  and  writing  figures. 
2s  To  secure  some  power  and  skill  in  making  easy 

number  combinations. 
S6  To  make  clear  the  fact  that  place  gives  valiie  to 

a  figure. 
B5  Means  and  methods. 

I6  Drill,  objectively,  in  counting,  and  in  the  read- 


(28) 

ing  and  wnting  of  figures,  from  the  first  week 
of  school. 

2?  Incidentally  combine  number  work  with  other 
exercises. 

36  Fully  exemplify  all  new  operations  by  means  of 
objects. 

46  Make  it  objectively  clear  that  ten  units  make  one 

ten  ;  ten  tens  one  hundred,  &c. 
2*  In  intermediate  and  advanced  classes. 
I5  Aims  in  view. 

I6  To  secure  clearness  and  accuracy  of  arithmetical 
thinking. 

26  To  secure  accuracy  and  rapidity  in  arithmetical 
operations — training  judgment. 

36  To  give  usable  instruction  in  the  arithmetic  of 
common  life, 

46  When  practicable,  to  give  some  idea  of  abstract 
quantity  relations — to  introduce  a  little  algebra. 
25  Apparatus. 

I6  U.  S.  money  of  familiar  denominations. 

26  Instruments  of  measurement — foot-rules,  yard- 
sticks;  pints,  quarts,  pecks,  &c.;  ounce,  pound, 
scales  or  balances. 

36  Card-board  figures,  made  by  teacher  and  pupils, 
to  illustrate  solid  measure. 

46  Blank  checks,  drafts,  notes,  &c. 
35  Methods  and  suggestions. 

I6  Use  objects  until  a  process  is  learned ;  then  dis- 
card them. 

26  Have  the  pupils  build  the  various  tables  them- 
selves— in  addition,  subtraction,  multiplication, 
denominate  numbers,  &c. 

36  Drill  upon  the  tables  until  rapid  and  correct  use 
of  them  becomes  automatic. 

46  Drill,  DRILL  upon  the  fundamental  operations 


(29) 

till  quickness  and  accuracy  become  automatic. 

56  Pay  no  attention  to  rules  in  the  book;  have  the 

pupils  generalize  the  rules  from  the  processes  of 

solution. 

66  Give  for  practice  many  problems  not  found  in 

the  text  used. 
76  Have  the  pupils  make  and  solve  many  practical 

problems. 

86  Fearlessly  omit  a  large  mass  of  irrelevant  and 
useless  matter  from  the  course  shown  in  the 
average  text-book. 

Note: — The    ideal   arithmetic  will    have   neither  rules  nor 
answers  in  it. 

96  Train  to  quickness  of  discrimination  between  the 
terms  granted  and  the  terms  required  in   each 
problem.     Cultivate  clearness  of   analytic  pro- 
cesses of  solution. 
53  In  Grammar. 

I4  In  .primary  classes. 

I5  The  aim  is  to  secure  fluency  and  correctness  in  the 

use  of  language. 

25  The  means  and  methods  are  found  mainly  in  the 
informal  talks  between  teacher  and  pupils  on  all 
themes,  especially  in  nature-study  and  oral  history. 
There  should  be  incidental  correction  of  the  pupil's 
syntactical  errors  in  speech  and  writing. 
2*  In  intermediate  and  advanced  classes. 

I5  Technical  grammar  should  not  be  studied  below 

the  highest  two  grades. 
25  The  main  object  should  be  training  in  the  art  of 

correct  use  of  language. 

35  Illustrations  of  grammatical  forms  and  usages 
should  be  constantly  drawn  from  all  printed  matter 
in  use,  especially  the  readers. 

45  All  written  work  done  by  pupils  should  be  criti- 
cised in  syntax. 


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55  It  is  not  wise  to  dispense  with  formal  analysis  and 

parsing. 
In  Geography. 
References  : 

Long's  Home  Geography.     American  Book  Co. 
New  York  Teachers'  Monograph,  June,  '99. 
How  to  Study  Geography,  by  Parker.     D.  Appleton  & 
Co. ,  New  York  City. 

Reports  of  the  Committees  of  Ten,  and  Fifteen.     Irwin 
Shepard,  Winona,  Minn. 

See  Catalog  of  March  Bros.,  Lebanon,  O.,  for  "Geog- 
raphy Helps." 
I4  In  primary  classes. 
I5  Aims  in  view. 

le  To  familiarize  the  pupils  with  forms  of  land  and 

water,  and  with  geographical  terms. 
26  To  correlate  other  forms  of  nature-study  with 

geography. 

86  To  gather  into  the  pupils'   minds  the  elements 
out  of  which  they  may  later  build  a  concept  of 
the  earth-whole. 
25  Means  and  methods. 

I6  The  work  should  consist  mainly  of  outdoor 
walks  and  talks  by  teacher  and  pupils,  in  which 
hills,  valleys,  streams;  the  action  of  water,  ice, 
wind;  the  formation  of  soil,  and  the  growth  of 
plants  all  form  the  matter  of  instruction. 
26  The  use  of  the  sand-pile  and  the  mould-board 

should  be  frequent. 
36  In  the  highest  grade  of  the  Primary  Division, 

the  use  of  maps  may  be  begun. 

2*  In  intermediate  classes  the  work  should  be  based  on 
the  use  of  one  text-book  and  a  small  globe;  there  is 
no  need  of  two  text  books  in  geography.  In  connec- 
tion with  the  study  of  the  text-book  there  should  be 


as  much  geographical  reading  as  possible.    (See  "Geo- 
graphical Readers."  Am.  Book  Co.) 
34  In  advanced  classes. 
I5   The  aim  is  to  apply  the  geography  already  learned, 

in  the  learning  of  history  and  more  geography. 
25  The  method  is  to  dispense  with  a  text-book,  except 
for  reference,  and  to  use  history  and  "current 
events,"  (see  below),  as  the  basis  of  geography 
teaching.  Make  it  a  rule  to  localize  on  the  map 
every  event  read  of.  In  reporting  news,  have  pupils 
point  out  on  the  map  the  place  of  each  piece  of 
news  reported. 

Books  and  articles  of  travel  and  description  should 
be  used — for  example,  Lummis'  "Some  Strange 
Corners  of  Our  Country." 

35  Apparatus — simple  globes,  wall-maps,  railway  fold- 
ers, descriptive  advertising  pamphlets  of  resorts 
and  summer  and  winter  tours.  The  teacher  should 
accumulate  an  abundant  supply  of  pictures  for 
geography  work. 
78  United  States  History. 

References  : 

Methods  in  History,  by  Mace.     Ginn  &  Co. 
How  to  Teach  and  Study  History,  by  Hinsdale.     Apple- 
ton  &  Co.,  New  York  City. 

Methods   of    Teaching    and    Studying    History.     D.    C. 
Heath  &  Co.,  Chicago. 

Method  in  Education,  by  Roark.     Am.  Book  Co. 
I4  In  primary  classes. 
I5  Aims  in  view. 

Is  To  arouse  an  interest  leading  to  patriotism. 

26  To  aid  the  growth  of  character. 

36  To  impart  elementary  essential  facts  regarding 

the  growth  of  this  country. 
25  Means  and  methods. 

I6  Biographical  stories.   (See  Eggleston's  "Stories 


(32) 

of  Great  Americans  for  Little  Americans,'*  and 
"Stories  of  American  Life  and  Adventure," 
American  Book  Co.  Also,  Colerick's  "Adven- 
tures of  Pioneer  Children,"  Robt.  Clarke  Co., 
Cincinnati.  O. 

26  Stories  of  great  events. 
2*  In  intermediate  and  advanced  classes. 
I5  Aims  in  view. 

I6  To  intensify  and  broaden  the  results  indicated 
aoove. 

26  To  cultivate  civic  pride  and  quicken  civic  con- 
science. 

36  To  impart  valuable  facts,  and  to  cultivate  the 

judgment  through  assimilation  of  these  facts. 
2?  Means  and  methods. 

3.6  Every  event  taught  should  be  clearly  localized 
by  the  pupils  on  a  map. 

2s  The  pupils  should,  as  a  part  of  the  regular  work 
in  this  subject,  draw  historical  maps,  illustrating 
the  courses  of  discoverers  and  explorers,  the 
growth  of  territory,  the  movements  of  armies, 
&c.  Ordinary  geographical  "outline"  maps,  to 
be  had  very  cheaply  of  any  publisher,  are  excel- 
lent for  this  purpose. 

3e  There  should  be  a  good  deal  of  collateral  read- 
ing, investigation  of  original  documents,  &c. 
See  "Old  South  Leaflets,"  Old  South  Meeting 
House,  Boston. 

[Source  Book  of  American  Hist.,  by  Hart.     Mac- 
Millan  Co. ,  New  York  City. 
Caldwell's  "American  History  Studies."     J.  H. 
Miller,  Lincoln,  Nebraska. 

4«  The   pupils   should    be  led  to  inquire   into  the 

causes  and  results  of  historical  occurrences. 
Note: — The  last  intermediate  grade  and  the  advanced  divi- 
sion should  be  combined  in  "current  events"  work  for  the  bene- 


(33) 

rft,  not  only  of  their  own  classes,    but   of   the   whole   school. 
(Roark's  " Method  in  Education,"  p.  209).     The  following  pub- 
lications are  heartily  recommended  for  use  in  these  exercises: 
For  the  teacher  and  advanced  pupils — 

The  American  Monthly  Review  of  Reviews,  N.  Y.  City. 
Self-Culture,  Akron,  Ohio. 
Current  History,  Current  Hist.  Co.,  Boston. 
The  Pathfinder,  Washington,  D.  C. 
The  Great  Round  World,  New  York  City. 
Educational  Independent,  Edinboro,  Pa. 
For  the  pupils — 

The  Week's  Current,  E.  O.  Vaile,  Chicago,  111. 
Our  Times,  E.  L.  Kellogg,  New  York  City. 
Timely  Topics,  H.  R.  Pattengill,  Lansing,  Mich. 

For  work  in  history,  as  well  as   in   geography,    the 
teacher  should  accumulate  a  good  supply  of  pictures.     See 
Roark's  Method  in  Education,  pp.  186,  193,  and  the  cata- 
log of  March  Bros.,  Lebanon,  Ohio. 
83  In  Physiology. 

I4  In  primary  and  intermediate  classes. 
I5  Aims  in  view. 

I6  To   put  the  pupils  in  the  right  way  of  living 
(eating,  drinking,  sleeping,  bathing,  exercising) 
hygienically . 
26  To  give  them  elementary  facts  of  anatomy  and 

physiology. 
25  Means  and  methods. 

le  Helpful,  informal  talks  by  the  teacher,  with 
illustrations  drawn  from  the  daily  habits  of  the 
pupil. 

2s  Lessons  illustrated  from  the  structure  and  move- 
ments of  the  pupils'  own  bodies,  and  from  such 
materials  (bones,  muscles,  tendons,  &c.)  as  the 
butcher's  shop  or  the  dinner  basket  affords. 
2*  In  advanced  classes. 

I5  Some  simple  text-book  should  be  mastered. 


(34) 

2s  Especial  emphasis  should  be  laid  on   the   forma- 
tion of  sound  physical  habits. 

35  Much  attention   should  be  given  to   "emergency 
drills" — i.    e.,    on   what   to   do    (and   practice   in 
doing   it)    in    case    of    accidents,    such    as    cuts, 
burns,  sprained  or  broken  limbs,  strangling,  chok- 
ing, &c. 
9s  In  Civics. 

I4  In  primary  and  intermediate  classes. 
I5  Aims  in  view. 

I6  To  instill  the  idea  of  law  and  its  necessity. 

2s  To  give  some  notion  of  the  duties  and  privileges 

of  one  who  lives  among  his  fellows. 
36  To  teach  the  necessity  and  rightfulness  of  obedi- 
ence to  authority. 
2s  Means  and  methods.     (See  Roark's  Meth.  in  Ed., 

P-  2I5)- 

I6  Informal    but    clear    and  simple   talks  by   the 
teacher  upon  the  most  obvious  and  familiar  evi- 
dences of    the    social    organization — the  teacher, 
the  trustees  (how  elected,  &c.);   policemen,  the 
sheriff,  taxes,  the  court-house,  &c. 
26  Making  clear  the  duties  of  the  pupils  as  citizens 
of   the  home,   the  school,   the  community,  the 
state.     Here  will  be  discussed  not  only  what  the 
adult   citizen    owes   his  community,    but   what 
children  can  do  and  should  do  to  make  the  home, 
the  school,  and  the  community  better  places  in 
which  to  live  and  grow.     "Civic  leagues"  may 
be  formed  to  help  keep  streets  and  roads  clean, 
to  set  trees  along  the  way-side,  &c.,  &c. 
2*  In  advanced  classes. 
I5  Aims  in  view. 

I6  To  strengthen  what  was  gained  from  the  lower- 
grade  work. 
26  To  give   the    pupils    some    knowledge  of    the 


(35) 

branches  of  the  federal  and  state  governments, 
and  of  the  functions  of  each  branch. 
36  To   give   them   some  knowledge  of   the  actual 

machinery  of  practical  citizenship. 
46  To  inculcate  real  patriotism. 
25  Means  and  methods. 

1<J  Some  clear,  simple  text-book  should  be  mastered. 
26  The  forms  of  bills,  writs,  ballots,  &c. ,  should  be 

used  in  illustrating  the  proper  topics. 
36  When  possible,  pupils  should  visit  and  observe 

the  work  of  legislative  bodies  and  courts. 
4e  Much  illustrative  material  may  be  drawn  from 

political  campaigns  and  elections. 
56  Model  conventions,  campaigns,  and  elections  may 
be  held  by  the  pupils,  under  the  teacher's  in- 
struction. 

66  The  study  in  advanced  classes  should  be  con- 
stantly   illustrated    from    current    happenings. 
The   references   given   above  for   "current  his- 
tory" will  serve  well  for  this  also. 
10*  In  language  work. 

References  : 

Roark's  Psychology  in  Education,  p.  230.     Am.  Book  Co. 
Roark's  Method  in  Education,  p.  282.    Same  company. 
Teaching  the  Language  Arts,  by  Hinsdale.     D.  Appleton 
&Co.,  New  York  City. 
I4  Orel. 

I5  In  primary  and  intermediate  classes. 
16  Aims  in  view. 

I7  To  cultivate  thought  and  feeling  as  precedent 

to  expression. 
27  To   secure    fluency,  ease,  and   correctness   of 

oral  expression. 

37  To  intensify  impression  through  expression. 
47  To   begin   a  training  in   the  ready   use  of   a 
most  valuable  tool. 


(36) 

26  Means  and  methods. 

I7  Conversations  between  teacher  and  pupils  upon 
any  subjects  in  which  the  pupils  may  be  got 
to  feel  an  interest. 

27  The  reading  lessons,  and  the  work  in  nature- 
study,  geography,  history  and  current  events 
are  especially  usable  in  these  conversations. 
37  The  stories  told  or  read  by  the  teacher  should 
be  reproduced  by  the  pupils.     This  reproduc- 
tion should  be  in  the  pupils'  own  language. 
47  Selections  from  choice  literature    ("Memory 
Gems' ' )  should  be  committed  to  memory  and 
recited  by  the  pupils.     (Address  March  Bros., 
Lebanon,  Ohio,  and  H.  R.  Pattengill,  Lansing, 
Mich.,  for  matter  suitable  to  37  and  47). 
25  In  advanced  classes — Forensics.     (Roark's  Method 
in  Education,  p.  318). 

I6  The  aims  are  the  same  as  in  the  lower  grades. 
26  Means  and  methods. 

I7  Reading  and  declamation  of  choice  literature, 

continued. 
27  Debating. 

I8  Discussions,  once  or  twice  a  month,  of  live 
topics  in  history  and  civics,  as  a  part  of  the 
regular  class  work. 

28  Formal  debates,  in  the  "Forensic  Club" 
(see  note  below)  once  in  two  weeks  or 
oftener. 

Note: — The  teacher  should  organize,  out  of  the  advanced 
pupils  of  his  school  and  the  active  young  people  in  the  commu- 
nity, a  "Forensic  Club,"  which  shall  meet  regularly  and  do 
earnest  work.  Such  an  organization  can  be  made  a  point  of 
most  vital  contact  between  school  and  community  and  a  means 
of  great  good  to  both. 


(37) 

Refer  to  "Briefs  for  Debate."     Longmans,  Green  & 
Co.,  New  York  City. 

"Pros  and  Cons,"  by  Craig.     Hinds  &  Noble,  New 
York  City. 
I4  Written. 

I5  Aims  in  view-  the  same  as  those  indicated  above, 
except  that  the  exercises  are  in  written  expression. 
2s  Means  and  methods.     (See  "Training  in  the  Lan- 
guage Arts,"  by  Hinsdale. 

Is  In  the  lower  grades,  the  exercises  should  con- 
sist largely  of  written  reproductions  of  matter 
told  or  read  to  the  pupils,  or  read  by  them. 
There  may  be  some  original  narration  or  des- 
cription. 

26  In  the  upper  grades,  the  work  may  be  based  on 
the  information  gained  in  history,  geography 
and  literature. 

36  Punctuation,  spelling,  and  paragraphing  should 
be  so  drilled  upon  as  to  be  largely  automatic  by 
the  time  the  pupil  enters  the  sixth  grade. 
Note. — Expression — oral  and  written — is  an  art,  and  facility 
In  an  art  can  be  acquired  only  by  doing. 
II3  In  nature-study. 
References: 

Nature-Study  in  the  Elementary  Schools,  by  Wilson. 
MacMillan  Co.,  New  York  City. 

Special  Method  in  Science,  by  McMurry.     Pub.  School 
Publishing  Co.,  Bloomington,  111. 
See  catalog  of  Am.  Book  Co.,  for  "Nature  Study." 
Primer  of  Scientific  Knowledge,  and  First  Steps  in  Sci- 
entific   Knowledge,    by    Paul    Bert.      Lippincott   Co., 
Philadelphia. 

Object  Lessons.  Longmans,  Green  &  Co.,  N.  Y.  City. 
Nature-Study  and  Related  Subjects.  W.  S.  Jackman, 
Chicago,  111. 


(38) 

Nature-Study  Leaflets,  by  Hodge.     Clark    University, 
Worcester,  Mass. 
I4  Aims  in  view. 

I5  To  cultivate  the  power  of  sense  observation. 

25  To  encourage  the  acquisition  of  useful  facts. 

35  To  train  the   judgment  through  investigation  of 

the  ''why"  and  "how." 
45  To  show  that  common  things  are  not  common-place, 

but  are  most  interesting. 

55  To  cultivate  the  aesthetic  and  the  ethical  natures. 
2*  Suggestions. 

I5  The  chief  difficulty  is  that  the  teacher  is  ignorant 

of,  and  indifferent  to,  nature. 
25  The  simplest  phenomena,   the  commonest  things, 

should  be  used  as  the  basis  of  the  work. 
35  Ask   "what  is  it"  and  "what  is  its  use,"  in  the 

lower  grades  ;   "why"  and  "how"  in  upper  grades. 
45  Encourage    the    collection    and     preservation    of 

specimens,    and  the  making  of   simple  apparatus 

for  illustrating  elementary  physics. 
55  The  work,  to  be  worth  anything,  should  be  done 

mainly  out-doors,   by  the  pupils  themselves,  and 

without  a  text-book. 

General  Bibliography  (selected)  : 

Essay  on  Education,  by  Spencer.     D.  Appleton  & 

Co.,  New  York  City. 

Practical  Hints  for  Teachers,  by  Howland.     Same 

address. 

Principles   of    Education   Practically   Applied,    by 

Greenwood.     Same  address. 

Locke  on  Education.      (Any  supply  house). 

Elements  of  Pedagogy,  by  White.    Am.  Book  Co., 

Cincinnati,  O. 

Spirit  of  the  New  Education,  by  Hopkins.     Lee  & 

Shepard,  Boston. 


(39) 

Talks  on  Pedagogics,  by  Parker.     B.  I*.  Kellogg  & 
Co.,  New  York  City. 

Principles  of   Education,    by   MacVicar.     Ginn  & 
Co.,  Chicago. 

The  International  Education  Series.     D.  Appleton 
&  Co.,  New  York  City. 

Page  on  Teaching.     Am.  Book  Co.,  Cincinnati,  O. 
The  Preston  Papers.     Hinds  &  Noble,  N.  Y.  City. 
Character  Building,  by  Coler.     Same  address. 
The  Educational  Review,  New  York  City. 
Home  and  School  Education,  Blocmington,  111. 
The  Inland  Educator,  Terre  Haute,  Ind. 
The  Journal  of  Pedagogy,  Syracuse,  N.  Y. 
Educational  papers,  published  by  E.  L.  Kellogg  & 
Co.,  New  York  City. 

New  England  Journal  ol  Education,  Boston. 
The  Pedagogical  Seminary,  Worcester,  Mass. 
The  Elementary  School  Record,  Univ.  of  Chicago. 
School  Sanitation  and  Decoration,  D.   C.  Heath  & 
Co.,  Chicago. 

Bibliography  of  Education,  by  Monroe.     D.  Apple- 
ton  &  Co.,  New  York  City. 

A  New   School  Management,  by  Seeley.      Hinds, 
Noble  &  Eldredge,  New  York  City. 
The  Foundations  of  Education,  by  Seeley.     Same 
address. 

A   Broader    Elementary    Education,    by   Gordy. 
Same  address. 

New  Psychology,  by  Gordy.      Same  address. 
Twentieth     Century   Educational     Problems,    by 
Millar.     Same  address. 
Pros  and  Cons,  by  Craig.      Same  address. 
New  Dialogues  and  Plays,  by  Gunnison.      Same 
address. 

Handy  Pieces  to  Speak  (on  separate  cards).   Same 
address. 


UNIVERSITY 


OF  CALIFORNIA 
BERKELEY 


LIBRARY 


' 


THIS  BOOK  IS  DUE  ON  THE  LAST  DATE 
STAMPED  BELOW 

Rooks  not  returned  on  time  are  subject  to  a  fine  of 
50c  per  volume  after  the  third  day  overdue,  increasing 
to  $1  00  per  volume  after  the  sixth  day.  Books  n»  in 
demand  may  be  renewed  if  application  is  made  before 
expiration  of  loan  period. ——— ===== 


50m-7,'16 


YC  03643 


